For the first two weeks at my placement, I was teaching Science (Biology) and Math. Although I haven't done Biology since high school, I was able to recall much of what I had learned through reviewing the textbooks and talking to some of my friends. Math was a breeze as it is something I have been working with extensively for the past two decades of my life. The final week of placement though was more of a challenge. I was talking to my AT and we decided it was time for me to try to teach subjects outside of what my teachables were. I thought that by this, it meant that I would continue to teach Math but pick up another subject, but what ended up happening was I was no longer teaching Math, but I was still teaching Biology, as well as Language Arts, and Geography. All I have to say is: don't worry about it! It is not so bad! Sure it's a bit more research and reading the night before, but it is do-able. The trick is to keep reminding yourself to not to try to teach them too much in one lesson. Take it slow, and use repetition in different ways. Oh, and if your lessons are going much faster than you had anticipated or the class needs more energy, DPA works wonders!
Lesson 10 – Individual Differences
I enjoyed the video that we watched in class. It really helped me understand what it would be like to be a student with special needs. I think it would have been more effective if we actually did this workshop (or something like it) as a class so we could experience firsthand as oppose to just observe it.
Lesson 09 – Assessment
I can really get on board with the whole notion of homework not being useful. I can see how doing problems in class to help consolidate the idea with the students is helpful but giving them 30 questions of the same type of problems can really do more harm than good. A good example of this is the clip of Ma & Pa Kettle linked on my “Fun Stuff” page. It really drives home the “if they don’t get it” point, while I’m sure the students who do get it, don’t really want to do more work on it than they absolutely have to.
Lesson 08 – Discussion & Problem Based Learning
Making up problems and having the students figure out how to solve them is great so long as the solution (whatever it may be) is within their ZPD. Even then, you have to take into account that everyone is different and has a unique way of thinking about things. I think that, yes giving problems (such as Fermi problems) do have some benefits, but if they are used all of the time, it may just lead to students getting frustrated and giving up.
Lesson 07 – Teaching Strategies (Technology – Part 2)
Although technology is great and all, some things leave a more satisfied impression if you use manipulatives instead. For example, bubble wrap: what is more satisfying – sitting down with a sheet of bubble wrap and popping the bubbles with your hands, or popping bubble wrap online (http://www.virtual-bubblewrap.com/popnow.shtml)? Point made.
Lesson 06 – Teaching Strategies (Technology – Part 1)
How do you think technology should be used when you teach?
I think I’ll use technology as a way to entertain and stimulate learning. For example, youtube clips are great for getting kids attention be it for the topic of the day or just to stream music. It’s also good when you want to demonstrate something that can otherwise not be very easily shown. I think it is definitely something to be used in the classroom but not mandatory to be used at home by the students as, at school, if the resource are there, use them, at home, all students do not have access to the same resources so it would not be fair to penalize them for that.
Lesson 05 - Teaching Strategies - Manipulatives
Would you use manipulatives? Why or why not? Which ones do you like?
I have a love-hate relationship with manipulatives in general. I absolutely love using them and working with them, but I hate how distracting they can be. When we used them in class, I enjoyed doing things will the pattern blocks, making various shapes and patterns with them, but I found it extremely hard to quit playing with them to listen to the next instructions. I love using the pattern blocks and connecting cubes. I have mixed feelings about fraction circles as, yes they are a good introduction to fractions, but at the same time it may make it difficult for students to grasp the idea of fractions of shapes that are not circular. I am not a big fan of the geoboards but that's mainly because of a mild latex allergy. The rubber bands make me very itchy and I've been told that, aside from going digital, there is nothing that can be used in the rubber bands' place.
Lesson 04 - Teaching Strategies - Constructive
« What strategies work for you? Why? « Which strategy would you hesitate to use? Why?
What strategies work for you? Why?
From today's class, I would probably use visual organizers or some manifestation of it, in my class. It is a nice, clean way to show different topics in a variety of different ways (ie/ definition, examples (can be visual), applications). I may try the dramatic and storytelling methods as they are both very different ways that may help engage different students who are more creative and less structure oriented.
Which strategy would you hesitate to use? Why?
Of the strategies we have looked at today, I would be hesitant to publicly post student's solutions to Fermi problems. Although it is interesting to see what the students are thinking and how their thoughts flow, some students may be critical of other people's thoughts and assumptions and may actually put down another's persons solutions as being dumb, or wrong.
Lesson 03 - Learning Goals and Minds On
a) Should punishment be used in the classroom? Defend your answer?
Well, my general thought on punishment is that it should be avoided as much as possible. With that being said, I believe that there is a time and place where punishment should be used in a classroom. When students break the rules and are warned about the consequences but continue to display bad behaviour, it is only logical that some sort of punishment should be used, otherwise, what is the
point to having the rules to begin with if they are not re-enforced? Using "Stop, or I'll say stop again" (Robin Williams, 1986) as a method
of behaviour modification of classroom management does not work, and it lets the other students know that they can do whatever they
please as the only thing that will happen is that the teacher will plead for them to stop but not actually do anything.
b) What will you do when a math concept like "order of operations" is really not that important to learn? How will you sell this topic to the students?
First off, not a good question. Why should I bother to teach something that is not that important to learn? Why is it in the curriculum?
Secondly, order of operations is important to be able to do. Technology is NOT always at every person's disposal and there are times
when having the basic knowledge and skill of how to do something on your own is extremely helpful (ex/ power outs at a store: being able to come up with a total including tax without the use of the till is a very useful tool).
In order to introduce topics that currently do not have a "real world" application to the student at a certain point in theirs lives, I would try to
introduce it as a game. I'd try to make it as fun as possible, or at least show them why that certain topic is a useful thing (i.e. why anyone
would even care about it.) I would also have them brainstorm and see if they can think of anywhere that the specific topic/skill may be
useful. They may be able to tie it into their own lives in ways that we cannot possibly guess.
Lesson 02 - Motivation and Minds On
« Reflect on one or more of the following questions or anything you like about the course
o What are your thoughts about the use of rewards and punishments in class? o How would you feel about letting student contribute the creation of class rules at the beginning of the year? o Do you think competition is a good way to motivate your students? o How important is it to make math relevant to your students?
What are your thoughts about the use of rewards and punishments in class?
Although I know that we are encouraged not to use rewards and punishment in the class, when I was out in placement I saw that it was really effective. The approach that my AT used was more of an entire class reward and punishment system where if someone acted up, the entire class had to deal with the consequence. Likewise, however, if the class was good, they were rewarded as a whole. This forced them into collective class management which not only made them responsible for their own actions, but also for those of their peers.
I found it really interesting that studies are showing that if you reward someone, they will be less likely to repeat the good behaviour unless someone else is around to reward them. It makes me wonder if there is a difference between when the person is given a tangible reward (like money or a treat) and when a person given verbal rewards (such as praise). I guess it would be quite similar due to the theories of classical conditioning.
The points about punishment that were made in class were very valid: when you punish someone, chances are they are not reflecting on what they had done so much as how they are going to seek revenge or not get caught next time. It makes me wonder though: what is a good alternative to punishment? What is the point of having rules if there are no consequences for breaking them? Maybe I'm misunderstanding something crucial. When I had further discussions with my fellow classmates, they were left with very similar questions. I am hoping that an alternative becomes clear the further we go through the BEd program as, being a born scientist, I would love to try to experiment with the different ideas to see what works best for my future classes.
How would you feel about letting student contribute the creation of class rules at the beginning of the year?
I have mixed emotions about letting the students contribute to the creation of class rules at the beginning of the year. On the one hand, it is good as it would give them a sense of ownership and they would know exactly what is expected of them. On the other hand, many problems may arise: They may decide to make rules that go against school policy (such as gum and hats in class); They may make silly/disrespectful rules; They may not agree on rules; Or, they may take so much time developing the rules that a week can go by and the class rules are still not set. I think a method I may try out is to have a part-teacher, part-student set of classroom rules. I would use a broad general rule like "Be nice", then break it down into the four Tribes rules. From there, I would let the students further break down the Tribes rules into more specific rules or, alternatively, what those rules mean to them, so that everyone knows what is to be expected of them.
Do you think competition is a good way to motivate your students?
Although competition is an effective way to motivate students, it can have some very detrimental effects. On the plus side, it has students trying to out do each other so they would work really hard (at least initially) to be better than everyone else in the class. On the other hand, some students may take it too far and try to sabotage other groups, be sore winners/losers, and it may really hurt someone's self esteem or drive to try hard at a later date. The last point is one that I have seen myself as a student as certain groups "always win" so the other groups do not really put forth any effort as they decided that there is no way they would ever beat the "elite" group.
It would be difficult, if not impossible, to eliminate all competition out of the classroom. When a teacher asks a question, students compete with each other in order to get the teacher's attention so that they can give an answer. Who ever the teacher calls upon "wins" and everyone else loses. It also goes back to the rewards and punishments: by choosing a certain student to answer the question, the teacher is rewarding that student with the attention and opportunity to show off what they know. As such, although I am not a huge fan of the emotional ramifications of competition as a motivator, I really cannot see a good, clear way around it.
How important is it to make math relevant to your students?
I believe it is crucial to make math relevant to your students as, without relevance, there is no motivation for them to learn it. If we can make the math relevant, it can turn the students extrinsic motivation to learn about the material (ie/ a good mark) to an intrinsic one. By doing this, the student, theoretically, will have better retention of the material and become more engaged in the class.
Lesson 01 - Introduction & Classroom Management
« Reflect on one or more of the following questions or anything you like about the course
What sort of Bell work appeals to you and why?
What strategy will you use to get the attention of the class? Why? Will you have difficulty in this area?
What do you fear most about classroom management?
You may want to list questions you have?
What sort of Bell work appeals to you and why?
I enjoy Bell work that makes you think and make connections. A great example of this are thought puzzles (or also known as "Daily Thinkers"). An example of such a puzzle is as follows:
0
BSc MA PhD
The goal is to figure out what this represents. For this specific example, the answer is "3 degrees below zero".
I also enjoy Bell work that just gets the mind active, such as Sudoku puzzles or working out derivations (there's something therapeutic in doing derivations although I can't quite figure out what it is exactly.)
What strategy will you use to get the attention of the class? Why? Will you have difficulty in this area?
I will probably use a variety of strategies to get the attention of the class depending on what I want to do that day. Some really effective strategies I have seen so far are:
Flicking the lights
"If you can hear my voice, clap once ..."
Hand up, mouth closed
Countdown timers
This is in no way a complete list.
I will try a variety of them to see what works and what doesn't work in the classroom, and then gauge their effectiveness based on whether or not the room goes quiet. If it works, then I will use it again, if it does not, then I will not. I will use different strategies to also keep it "fresh" for the students as using the same cues over and over again may make them bored and the strategy would lose its effectiveness.
I don't think I will have a problem in this area, but time will tell.
What do you fear most about classroom management?
The thing I fear the most about classroom management is disciplining students if things get out of hand. For example, if a full out fight breaks out in the class, I would not know what to do with the students aside from breaking them up and getting the Vice Principal involved as soon as possible. I am hoping that this does not occur, but I would like to know what to do in worse case scenerios.
Reflection
Teaching Lessons Outside of Your Strengths
For the first two weeks at my placement, I was teaching Science (Biology) and Math. Although I haven't done Biology since high school, I was able to recall much of what I had learned through reviewing the textbooks and talking to some of my friends. Math was a breeze as it is something I have been working with extensively for the past two decades of my life. The final week of placement though was more of a challenge. I was talking to my AT and we decided it was time for me to try to teach subjects outside of what my teachables were. I thought that by this, it meant that I would continue to teach Math but pick up another subject, but what ended up happening was I was no longer teaching Math, but I was still teaching Biology, as well as Language Arts, and Geography. All I have to say is: don't worry about it! It is not so bad! Sure it's a bit more research and reading the night before, but it is do-able. The trick is to keep reminding yourself to not to try to teach them too much in one lesson. Take it slow, and use repetition in different ways. Oh, and if your lessons are going much faster than you had anticipated or the class needs more energy, DPA works wonders!
Lesson 10 – Individual Differences
I enjoyed the video that we watched in class. It really helped me understand what it would be like to be a student with special needs. I think it would have been more effective if we actually did this workshop (or something like it) as a class so we could experience firsthand as oppose to just observe it.
Lesson 09 – Assessment
I can really get on board with the whole notion of homework not being useful. I can see how doing problems in class to help consolidate the idea with the students is helpful but giving them 30 questions of the same type of problems can really do more harm than good. A good example of this is the clip of Ma & Pa Kettle linked on my “Fun Stuff” page. It really drives home the “if they don’t get it” point, while I’m sure the students who do get it, don’t really want to do more work on it than they absolutely have to.
Lesson 08 – Discussion & Problem Based Learning
Making up problems and having the students figure out how to solve them is great so long as the solution (whatever it may be) is within their ZPD. Even then, you have to take into account that everyone is different and has a unique way of thinking about things. I think that, yes giving problems (such as Fermi problems) do have some benefits, but if they are used all of the time, it may just lead to students getting frustrated and giving up.
Lesson 07 – Teaching Strategies (Technology – Part 2)
Although technology is great and all, some things leave a more satisfied impression if you use manipulatives instead. For example, bubble wrap: what is more satisfying – sitting down with a sheet of bubble wrap and popping the bubbles with your hands, or popping bubble wrap online (http://www.virtual-bubblewrap.com/popnow.shtml)? Point made.
Lesson 06 – Teaching Strategies (Technology – Part 1)
How do you think technology should be used when you teach?
I think I’ll use technology as a way to entertain and stimulate learning. For example, youtube clips are great for getting kids attention be it for the topic of the day or just to stream music. It’s also good when you want to demonstrate something that can otherwise not be very easily shown. I think it is definitely something to be used in the classroom but not mandatory to be used at home by the students as, at school, if the resource are there, use them, at home, all students do not have access to the same resources so it would not be fair to penalize them for that.
Lesson 05 - Teaching Strategies - Manipulatives
Would you use manipulatives? Why or why not? Which ones do you like?
I have a love-hate relationship with manipulatives in general. I absolutely love using them and working with them, but I hate how distracting they can be. When we used them in class, I enjoyed doing things will the pattern blocks, making various shapes and patterns with them, but I found it extremely hard to quit playing with them to listen to the next instructions. I love using the pattern blocks and connecting cubes. I have mixed feelings about fraction circles as, yes they are a good introduction to fractions, but at the same time it may make it difficult for students to grasp the idea of fractions of shapes that are not circular. I am not a big fan of the geoboards but that's mainly because of a mild latex allergy. The rubber bands make me very itchy and I've been told that, aside from going digital, there is nothing that can be used in the rubber bands' place.
Lesson 04 - Teaching Strategies - Constructive
« What strategies work for you? Why?
« Which strategy would you hesitate to use? Why?
What strategies work for you? Why?
From today's class, I would probably use visual organizers or some manifestation of it, in my class. It is a nice, clean way to show different topics in a variety of different ways (ie/ definition, examples (can be visual), applications). I may try the dramatic and storytelling methods as they are both very different ways that may help engage different students who are more creative and less structure oriented.
Which strategy would you hesitate to use? Why?
Of the strategies we have looked at today, I would be hesitant to publicly post student's solutions to Fermi problems. Although it is interesting to see what the students are thinking and how their thoughts flow, some students may be critical of other people's thoughts and assumptions and may actually put down another's persons solutions as being dumb, or wrong.
Lesson 03 - Learning Goals and Minds On
a) Should punishment be used in the classroom? Defend your answer?
Well, my general thought on punishment is that it should be avoided as much as possible. With that being said, I believe that there is a time and place where punishment should be used in a classroom. When students break the rules and are warned about the consequences but continue to display bad behaviour, it is only logical that some sort of punishment should be used, otherwise, what is the
point to having the rules to begin with if they are not re-enforced? Using "Stop, or I'll say stop again" (Robin Williams, 1986) as a method
of behaviour modification of classroom management does not work, and it lets the other students know that they can do whatever they
please as the only thing that will happen is that the teacher will plead for them to stop but not actually do anything.
b) What will you do when a math concept like "order of operations" is really not that important to learn?
How will you sell this topic to the students?
First off, not a good question. Why should I bother to teach something that is not that important to learn? Why is it in the curriculum?
Secondly, order of operations is important to be able to do. Technology is NOT always at every person's disposal and there are times
when having the basic knowledge and skill of how to do something on your own is extremely helpful (ex/ power outs at a store: being able to come up with a total including tax without the use of the till is a very useful tool).
In order to introduce topics that currently do not have a "real world" application to the student at a certain point in theirs lives, I would try to
introduce it as a game. I'd try to make it as fun as possible, or at least show them why that certain topic is a useful thing (i.e. why anyone
would even care about it.) I would also have them brainstorm and see if they can think of anywhere that the specific topic/skill may be
useful. They may be able to tie it into their own lives in ways that we cannot possibly guess.
Lesson 02 - Motivation and Minds On
« Reflect on one or more of the following questions or anything you like about the course
o What are your thoughts about the use of rewards and punishments in class?
o How would you feel about letting student contribute the creation of class rules at
the beginning of the year?
o Do you think competition is a good way to motivate your students?
o How important is it to make math relevant to your students?
What are your thoughts about the use of rewards and punishments in class?
Although I know that we are encouraged not to use rewards and punishment in the class, when I was out in placement I saw that it was really effective. The approach that my AT used was more of an entire class reward and punishment system where if someone acted up, the entire class had to deal with the consequence. Likewise, however, if the class was good, they were rewarded as a whole. This forced them into collective class management which not only made them responsible for their own actions, but also for those of their peers.
I found it really interesting that studies are showing that if you reward someone, they will be less likely to repeat the good behaviour unless someone else is around to reward them. It makes me wonder if there is a difference between when the person is given a tangible reward (like money or a treat) and when a person given verbal rewards (such as praise). I guess it would be quite similar due to the theories of classical conditioning.
The points about punishment that were made in class were very valid: when you punish someone, chances are they are not reflecting on what they had done so much as how they are going to seek revenge or not get caught next time. It makes me wonder though: what is a good alternative to punishment? What is the point of having rules if there are no consequences for breaking them? Maybe I'm misunderstanding something crucial. When I had further discussions with my fellow classmates, they were left with very similar questions. I am hoping that an alternative becomes clear the further we go through the BEd program as, being a born scientist, I would love to try to experiment with the different ideas to see what works best for my future classes.
How would you feel about letting student contribute the creation of class rules at the beginning of the year?
I have mixed emotions about letting the students contribute to the creation of class rules at the beginning of the year. On the one hand, it is good as it would give them a sense of ownership and they would know exactly what is expected of them. On the other hand, many problems may arise: They may decide to make rules that go against school policy (such as gum and hats in class); They may make silly/disrespectful rules; They may not agree on rules; Or, they may take so much time developing the rules that a week can go by and the class rules are still not set. I think a method I may try out is to have a part-teacher, part-student set of classroom rules. I would use a broad general rule like "Be nice", then break it down into the four Tribes rules. From there, I would let the students further break down the Tribes rules into more specific rules or, alternatively, what those rules mean to them, so that everyone knows what is to be expected of them.
Do you think competition is a good way to motivate your students?
Although competition is an effective way to motivate students, it can have some very detrimental effects. On the plus side, it has students trying to out do each other so they would work really hard (at least initially) to be better than everyone else in the class. On the other hand, some students may take it too far and try to sabotage other groups, be sore winners/losers, and it may really hurt someone's self esteem or drive to try hard at a later date. The last point is one that I have seen myself as a student as certain groups "always win" so the other groups do not really put forth any effort as they decided that there is no way they would ever beat the "elite" group.
It would be difficult, if not impossible, to eliminate all competition out of the classroom. When a teacher asks a question, students compete with each other in order to get the teacher's attention so that they can give an answer. Who ever the teacher calls upon "wins" and everyone else loses. It also goes back to the rewards and punishments: by choosing a certain student to answer the question, the teacher is rewarding that student with the attention and opportunity to show off what they know. As such, although I am not a huge fan of the emotional ramifications of competition as a motivator, I really cannot see a good, clear way around it.
How important is it to make math relevant to your students?
I believe it is crucial to make math relevant to your students as, without relevance, there is no motivation for them to learn it. If we can make the math relevant, it can turn the students extrinsic motivation to learn about the material (ie/ a good mark) to an intrinsic one. By doing this, the student, theoretically, will have better retention of the material and become more engaged in the class.
Lesson 01 - Introduction & Classroom Management
« Reflect on one or more of the following questions or anything you like about the course
What sort of Bell work appeals to you and why?
I enjoy Bell work that makes you think and make connections. A great example of this are thought puzzles (or also known as "Daily Thinkers"). An example of such a puzzle is as follows:
0
BSc MA PhD
The goal is to figure out what this represents. For this specific example, the answer is "3 degrees below zero".
I also enjoy Bell work that just gets the mind active, such as Sudoku puzzles or working out derivations (there's something therapeutic in doing derivations although I can't quite figure out what it is exactly.)
What strategy will you use to get the attention of the class? Why? Will you have difficulty in this area?
I will probably use a variety of strategies to get the attention of the class depending on what I want to do that day. Some really effective strategies I have seen so far are:
- Flicking the lights
This is in no way a complete list."If you can hear my voice, clap once ..."
Hand up, mouth closed
Countdown timers
I will try a variety of them to see what works and what doesn't work in the classroom, and then gauge their effectiveness based on whether or not the room goes quiet. If it works, then I will use it again, if it does not, then I will not. I will use different strategies to also keep it "fresh" for the students as using the same cues over and over again may make them bored and the strategy would lose its effectiveness.
I don't think I will have a problem in this area, but time will tell.
What do you fear most about classroom management?
The thing I fear the most about classroom management is disciplining students if things get out of hand. For example, if a full out fight breaks out in the class, I would not know what to do with the students aside from breaking them up and getting the Vice Principal involved as soon as possible. I am hoping that this does not occur, but I would like to know what to do in worse case scenerios.